Status and solutions of STEM intergrated teaching competence of the natural science teaching staffs at secondary schools in central coast and central highlands regions of Vietnam

Abstract

Integrated teaching is one of the main orientations in changing the general education curriculum at secondary schools in Vietnam. STEM education which is responsible for providing skills for the 21th century students, is also a abilities to meet the demand of the modern society. Add, STEM education is tasked with early detection, stimulating interest and educating the younger generation in competencies in the fields of mathematics, sciences, engineering, technology and informatics in order to prepare human resources to meet the requirements of socio-economic development. However, in the reality, STEM intergrated teaching competence of the natural science teaching staffs at secondary school are a worrying problem. The writing mentions to the status of STEM intergrated teaching competence of natural science teachers in secondary schools at Central Coast and Central Highlands regions of Vietnam and solution of their teaching competence improvement.

Current Situation of Primary School Teachers’ Integrated STEM Teaching Competence: An Exploratory Study in the Northern Mountainous Provinces of Vietnam

“…In Vietnam, several studies have also explored issues related to STEM education in general and teachers' STEM-integrated teaching competency in particular. These studies mainly discuss the teaching competency framework in general and integrated STEM teaching in particular (Thuy et al, 2020;Trang et al, 2020;An et al, 2021), difficulties, obstacles, perceptions of teachers in implementing STEM education (Phan et al, 2023;Duy et al, 2023), developing STEM teaching competence for teachers (Thuy et al, 2020;Em, 2021;Nguyen & Bui, 2023), and awareness and confidence of Vietnamese primary school teachers towards STEM integrated teaching approach Phan et al, 2023). There have also been studies on the teaching skills of primary school teachers, but these studies were implemented in large cities with developed socioeconomic conditions Le & Bui, (2021).).…”

El aprendizaje de ciencia por indagación.

“…En la vida cotidiana, los estudiantes están expuestos a tomar decisiones en las que pueden poner en práctica el conocimiento científico con respecto a las ciencias; el docente debe generar estrategias innovadoras que activen la curiosidad y promuevan dar soluciones a problemas cotidianos (Duyem, 2021).…”